Domains17 Conference Proposals

I’m already anticipating the #Domains17 conference slated for June 5-6th this summer. Much of my excitement is a direct result of the folks who will attend this conference as #Domains17 will be bring together many of the minds focused on Domain of One’s Own (DoOO) projects and beyond. Individuals like Martha Burtis (headlining!), Jim Groom, Tim Owens, Adam Croom, Laura Gibbs, John Stewart, and more!

Yet, #Domains17 is centered more broadly around domains as an educational technology. Since I largely approached domains from the DoOO perspective, I’m looking forward to growing as I experience new domain projects and applications outside my DoOO mental framework.  Domains are a fantastic technology because of how versatile, how open-ended they can be, and I’m looking forward to learning more from all of you at #Domains17!

In preparation for this conference, I’ve been constructing a few proposals I’m interested in seeing at #Domains17. Here are the drafts of some of my initial ideas (and since I’m groovin’ to Silence Magnifies Sound by The Six Parts Seven as I write, I hope you’ll give it a listen as you read.):

Proposals

Domains Professional Development – Roundtable

Tweet Abstract – Deep Domain Dives: Professional Development Roundtable – Share, learn, and brainstorm about professional development around domains.

Full Proposal – This session aims to be an open discussion about supporting usage and exploration of domains through professional development. All are welcome and should plan on sharing their current/future offerings of professional development involving domains, divulge their dreams for engaging students and faculty, or listen to ideas to take back to their own campuses. The facilitators of this roundtable have content available to share to spark discussion but hope that participants bring any and all ideas related to engaging students and faculty with learning domains. A valuable brainstorming session is the goal.

Canvas Integration – Demonstration and Discussion

Tweet Abstract – Domains Inside the LMS?: Bring your course website/blog into a Canvas course to engage students. See demonstration & join open discussion.

Full Proposal – Integrating a course website/blog into your Canvas course is an opportunity to showcase and share student work within a classroom. Whether students are blogging, contributing to a research website, building a course textbook, generating a wiki, or creating some other web materials, these resources can be integrated directly into a Canvas course using a domain. (Please note, this applies beyond Canvas as other Learning Management systems include similar features like D2L’s “custom homepage.”)

This session brings together a demonstration of the setup process, highlighting the requirements to accomplish this integration, along with a discussion that seeks to brainstorm possible domain-LMS relationships with participants and answer their use case questions. Attendees will have the opportunity to engage with the reasoning behind using this strategy and what domains in the classroom can mean for their curriculum.

Mobile Blogging & Scholarship Canvas course shown with a Domain of One's Own website integrated inside the Canvas Course.
A domain has appeared inside this Canvas course!

OU Create Onboarding – Presentation and Discussion

Tweet Abstract Onboarding Student Domains: An “in class” presentation to demonstrate our engagement of students in Domain of One’s Own for their 1st time.

Full Proposal – One of the first steps when engaging students with their own domain is to walk them through the setup process. This presentation seeks to inform instructors, administrators, and technologist about the setup of domains in OU Create. Specifically, the demonstration will focus on Domains, cPanel, and introducing WordPress in a classroom setting. Paired with this presentation will be some discussion and the opportunity to answer questions about our steps and recommendations. Our goal is to help other institutions understand what’s involved to support the initial onboarding of students into Domain of One’s Own so they may provide the best experience for their own students.

Professional Development with Domains – Showcase

Tweet Abstract – Open Publishing with Domains: Showcasing professional development curriculum facilitated at University of Oklahoma with domains.

Full Proposal – Over the last couple years, several professional development programs at the University of Oklahoma gained websites as a point of engagement, means to document work, and as a way to share and distribute materials. This use case of domains reinforces our belief of open-sourcing materials. Yet, many questions are associated with publishing open work: Why use domains? How does one start sharing? What’s the formula? Why even publish professional development websites? Are there repercussions?

This showcase aims to engage people in open publishing with domains, the backend of professional development websites (including themes, plugins, etc.), and inspirations for how domains can be used in professional settings to further learning and access to materials. The facilitators will be available to answer questions and discuss strategies and recommendations with everyone.

Screenshot of the eXperience Play website.
eXperience Play professional development website hosted on OU Create.

Other Ideas

Faculty Using FeedWordPress – Panel

I’ve worked with several instructors over the last few years who have used the FeedWordPress plugin to syndicate student writing to a central course blog. I’d love to have a panel at #Domains17 focused around these experiences and hear the feedback these instructors could give to others.

An example FeedWordPress site showing student blog posts syndicated to a course blog.
A FeedWordPress style website, hosted in OU Create.

Global Engagement Fellows – Panel

Speaking of students, I’d love to highlight some of their work on their domains and have them talk about what drives them to publish. In particular, I’d love to hear from the students involved in the Global Engagement Fellows program at the University of Oklahoma. These are students that get funding to study abroad twice during their undergraduate career. Since they blog about each of these experiences, these students possess one of the most interesting perspectives on domains, study abroad, and learning.

Global Engagement Fellows website showing students blog posts from their study abroad experiences.
The Global Engagement Fellows website combines student blog posts.

Creaties – Panel

Much like the Global Engagement Student Panel, I’d enjoy hearing from some of the students who were nominated for Creaties awards including best portfolio, best short story, and more. Learning what drives these students to use their domains in this way would be worthwhile testimony in support of the value of domains.

Preview of the Creaties website.
The Creaties are the awesome awards for OU Create users.

Domains Instructionally – Demonstration & Discussion

I felt this idea overlapping with some of the other proposals I wrote, so I didn’t include it. Still, I was thinking about a session with a more general approach to using domains instructionally that would include examples like the domains-LMS integration outlined above.


I’m not sure how many more proposals I will work on at the moment. I just wanted to throw a few ideas out there as I felt compelled. Feel free to leave me any feedback you have. Did you like my recommended jams?

The featured image is provided CC0 by William Iven via Unsplash.

Our Most Important Canvas Training

Last week was the 19th Canvas Camp hosted at the University of Oklahoma. Looking back on its evolution from May 2016 to today, the dozens of courses developed by participating instructors, and the feedback I’ve received, Canvas Camp is an ongoing success.

Background

Canvas Camp is intended to teach instructors how to use Canvas while they are producing their first Canvas course. Most of our time is spent exploring notable features, developing courses, and problem solving how to design courses in Canvas. All levels of expertise are welcome because Canvas Camp is flexible enough to scale and adapt to suit everyone’s needs—there’s always something to learn in our open-ended sessions! That being said, although this training is meant to teach several components of Canvas, there are many more pieces beyond what we introduce.

Canvas Camp occurs face-to-face in 2-hour sessions over 4 consecutive days. Demonstrations of Canvas, exploration of features, and discussions of course design all take place during this training, however the main focus is the development and completion of participants’ courses!

Before I jump into the design of this training, be aware that my curriculum for Canvas Camp is openly shared using a Creative Commons license and you are welcome to take, adapt, use, repurpose, etc. all of the materials without permission as long as you abide by the license. Additionally, feel free to reach out to me on twitter or via email—I’m always up for a video chat.

Canvas Camp website annotated Gif of home page

Canvas Camp Design

Canvas Camp was built around five main components:

  1. Teaching the technical skills to use Canvas
  2. Engaging faculty in course development
  3. Producing Canvas courses
  4. Reflecting on why the University switched to Canvas
  5. Learning Canvas as part of a community

1. Technical Skills

As with any new tool or software, there are varying degrees of digital literacy and technical expertise of the Canvas Campers. For individuals who possess high technical skills, the Canvas Camp website aims to empower them to progress through the Canvas Camp curriculum at their own pace. For participants who have just started to learn Canvas, the face-to-face sessions provide them with a safe space to ask questions, learn, and experiment on their own or in community with others (including the facilitator).

Canvas Camp is intentionally flexible in design to serve the needs of a wide range of technical expertise.

2. Course Development

Working with instructors over several days offers the opportunity to engage them in course design and discuss the pedagogical implications of their Canvas course decisions. This aspect of instructional design is intertwined with learning the technical skills of Canvas as the camp facilitators explain and discuss the ramifications of decisions made while developing courses. Depending on the feature or design in question these interactions might occur on a one-on-one basis, however there also opportunities to draw on the collective expertise of the instructors present—this often yields rich discussion.

As an example of how course development takes place, a significant shift in organizing course materials has occurred, in part, due to the popularity of Canvas Camp. I see many more instructors organize their course materials chronologically than topically like they did in the previous learning management system (LMS). Granted, both types of organization offer their own benefits and shortcomings. However, now faculty are being more intentional in this design decision. They are engaging with each other and the camp facilitators to pursue what is best for their students. For example, most of the faculty that participate in Canvas Camp opt to use the Modules feature of Canvas to arrange their content by week, unit, chapter, etc. This chronological presentation of material is intended to give their students greater levels of context for the materials they are studying during the semester.

3. Producing A Course

The notable draw to Canvas Camp is the promise to come away with a course, built and finalized. In most cases, we see faculty members complete 75-100% of their course. Sometimes instructors have completed more than one course during this professional development. Regardless, this is heavily marketed to bring people into Canvas Camp.

4. Why Switch To Canvas?

Arguably the most important aspect of Canvas Camp is engaging in discussion with the participants throughout the week. For example, after faculty members have wrestled with Canvas—learned and experienced its strengths and shortcomings—we ask them to tell us why they think the University decided to switch to Canvas. Inevitably, someone always brings up the monetary aspect, but after several minutes of discussion, faculty often suggest the change was made because “Canvas is better for the students,” “easier to use,” and/or “nicer to look at.” All of these reasons are recorded on the whiteboard at the front of the room to highlight positive aspects of Canvas. This reflection is crucial. If you hope to change perspectives about Canvas, give instructors meaningful experiences with the tool and follow up with reflection and discussion. In other words, Canvas Camp also functions a primer (and potentially a model) to tackle larger digital literacy questions related to educational technology and learning management systems.

5. Learning Canvas Together

Training is always more fun together! Canvas Camp benefits from diversity of disciplines, types of teachers, and the people present. The community aspect of this training is integral since participants must turn to one another when they have questions or need recommendations. In particular, this occurs when the facilitators are assisting other attendees. Overall, Canvas Camp is a wonderful learning environment to engage faculty in technological and pedagogical practices of Canvas, but this training shines when it empowers faculty to become both students and teachers to one another.

Reflection

The reason Canvas Camp is our most important training at the University of Oklahoma is not only because it’s our most comprehensive, face-to-face training, but because it’s our most fun.

I know that sounds weird. I realize building courses can be tedious and far from fun. There’s just something special about Canvas Camp that I hope to bring into every other training program I build/facilitate. The comradely of learning Canvas in community paired with the feelings of accomplishment from completing courses is fun. The energetic discussion and informal instructional design that occurred during each session is fun. The creative challenge that coincides with building engaging courses is fun. There’s a lively spirit present with each cohort of instructors at Canvas Camp, and yes you guessed it, that makes it fun!

Beyond the fun of Canvas Camp, this professional development strives to do more than teach software. Canvas Camp aims to shift the culture of the University. Yes, there are many more components to such a process than a single training, but as of January 12th, 143 instructors now have greater confidence to build courses in Canvas (and you have to start somewhere)!

The discussion that happens on the final day of Canvas Camp is crucial for shifting culture. During every Canvas Camp, participants openly express their apprehension and frustrations with switching learning management systems. Giving instructors time to interact with Canvas and see how their courses look and behave in the system affords them the opportunity to naturally grow knowledgeable and comfortable with the change. Highlighting this perspective change during discussion while reflecting on the week of Canvas Camp, emphasizes and reinforces the cultural shift.

There are plenty more aspects of Canvas Camp I could touch on, but this is enough from me for now (feel free to reach out with questions). Instead, here’s a few testimonies from the participants of Canvas Camp:

Testimony

What was the most valuable/useful aspect of this session?

gaining familiarity through doing.

Overall, the camp was terrific. I enjoyed engaging with faculty from other departments.

Very hands on and practical–lots of time to work directly on courses.

The balance of some delivered content, and some ‘free time’ for us to explore Canvas and explore our own content in it. But the free time had the facilitator present to answer questions. That was very helpful.

The most valuable aspect for me was learning the basic mechanics of Canvas. It is overwhelming for anyone trying to self-teach. I also like that the canvas instructors gave specific recommendations for how to optimize course use (ex: enter rubrics directly to use Speed Grader instead of uploading files, etc.)

No doubt: it was the instructor. A truly exceptional educator. He took his time, making sure everyone was able to keep up, yet kept things moving along. Very nice, articulate delivery, good organization.

The featured image is provided CC0 by Carsten Thomsen via Pixabay.

Snow Day! – Canvas Camp?

This post was originally published on the Canvas Camp website.

Since we missed our final session of Canvas Camp, I’ve recorded a video as an overview of our session. At times, I move through some of the content quickly, so feel free to pause and watch at your own pace:

Additionally, I encourage you to refer to the other materials on the Canvas Camp website as needed. Here are a few items I want to highlight, in particular:

Goals

Complete your Canvas Course – Finish adding and organizing all the contents and assignments of your course in the Modules section. Ideally, all course content appears in at least one Module. Additionally, make sure to complete the Syllabus, double check all due dates in the Calendar, and review your course materials are correct.

Add TAs to the course – In the People section of your course, add your TAs.

Publish the course! – The final step! Make sure all of your content is in the “Published” status by referring to the green, check-marked clouds next to each of your materials in the Modules section. All content that has a gray, x-marked cloud is currently in the “Unpublished” draft form and not visible to students. Lastly, on the home page, change the Course Status from “Unpublished” to “Published.”

S’more ( Abbreviated, refer to day 4 page for full list)

Grades – The Canvas Gradebook is automatically generated from the Assignments in a course. First, checkout this overview video:

Then read through this guide to see how to interact with the Canvas Gradebook. You can set default grades (i.e. zeros for missing work), curve grades, and message students who make certain grades from the Gradebook. Additionally, I recommend muting assignments while grading if you prefer to release all grades and feedback to students all at once. Otherwise, students will receive notifications as you make changes at your grading pace. Lastly, you are able to download and upload scores to the Canvas Gradebook using CSV files if you prefer.

Use Speedgrader – The easiest way to grade assignments in Canvas is the Speedgrader. This video introduces its power when grading in Canvas:

The Speedgrader supports documents (.doc/.docx), slides (.ppt/.pptx), and PDF files, media recordings, website URLs, and more. This guide demonstrates the specifics of using Speedgrader, including how to enable anonymous grading, leave feedback for students, and use a rubric in Speedgrader. Additionally, you can grade Canvas assignments from the Speedgrader app on a tablet if desired.

Submitting your Grades – Our University aims to make submitting grades through Canvas simple. Checkout either the video guide or the text guide to learn how to complete this task at the conclusion of your semester.

Messaging students using the Canvas Inbox – You can communicate with your all of your students through Conversations in the Canvas Inbox. This feature allows you to message individual students, your TAs, or the entire class. This video guide is a great place to start learning how to use this tool in Canvas.

Publishing Content – In the Modules section of Canvas, you can use the published state of contents to hide materials from students as needed. Unpublished materials are in a draft state and will not be accessible to students. Before you finalize your course, make sure all the content you want visible to students is marked as Published with the checkmark/green cloud icon.

Crosslisting in Canvas – You can combine sections from multiple courses into a single course. Before you do this, read this entire guide and view the cross-listing video because you want to make sure you understand how this works. I recommend experimenting and practicing with nonofficial Canvas courses first.

Get Canvas Assistance – The first place I go to get Canvas help are the Canvas Guides, in particular using the search bar on this page. The broader Canvas Community is a great place to get ideas and interact with other Canvas Users from across the world. Our University has its own Canvas Group on the Community website if you’d like to join us. Finally, there are more materials available for instructors on our campus ranging from OU’s Canvas Tutorials, to the resources on the Center for Teaching Excellence’s website.

If you’re hoping to get feedback on your Canvas course, I recommend asking the students in your courses and being open with them about trying new things. Students will be able to give you great feedback on how Modules are setup, etc. At the end of the day, we are all in this Canvas learning process together.

Happy course building, campers!

Anatomy of Slaying GOBLINs – #OpenEd16 Presentation

Last week, John and I gave one of my favorite presentations while at #OpenEd16. We spoke about our game-based professional development program, GOBLIN. During our 25 minute presentation, we combined role-play, gameplay, storytelling, and discussion to emulate the experience of participating in a session of GOBLIN.

Role-Play

To add subtle hype to our final-day-of-the-conference session, we distributed a few sightings of the GOBLIN via twitter:

These “sightings” aimed to invoke curiosity and set the tone for our presentation. John and I intended to paint the attendees of #OpenEd16 as warriors we’d gathered to consult and help us defeat the mighty GOBLIN. As soon as the session started, the role-play was already in full swing. John and I introduced ourselves as the Guru’s of these lands, seeking aid from valiant warriors. We were not disappointed.

One of John and I’s worries of the extensive role-play in our presentation was soliciting buy-in from participants. If role-play is not fun, coherent, or accessible, then it will not be well received—and like GOBLIN, we had crafted role-play into our presentation and staked success on this design. Fortunately, we were relieved at the laugher and feedback from Twitter inspired by our approach. We’d put a significant amount of thought and craftsmanship into how role-play would be integrated into our session and the results were fantastic:

My favorite line to deliver was about the computers, tablets, and smartphones of the participants:

These comments were not inconsequential. They allowed John and I to layer and tailor our own ideas over the real world. We were framing tasks in new light—breathing perspectives and meaning into normally trivial endeavors. In practice, John and I capitalized on the world we created with a short research game.

Gameplay

With our fantasy universe was established, we engaged participants in a simple game. The task was to submit open resources like images, video, or software to goblin.education/opened16. This crowdsourcing of information inflicted damage upon the GOBLIN. The more resources procured, the more points removed from the GOBLIN’s health bar:

Gif of GOBLIN being damaged by recourse submissions

There were so many people attempting to submit resources simultaneously that we crashed the website for a couple minutes! (Which was fine as we only need to demonstrate the concept of the game.) Nevertheless, thanks Lee! 😉

Storytelling

Cartoon campfire

Following the game, we launched into the history of GOBLIN. I framed this story in the context that John and I had encountered this menace before and needed to inform these warriors of the GOBLIN’s origin. This weaving of role-play and reality sure made for some memorable storytelling!

The birth of GOBLIN is quite simple; it arose from a single question:

This question drove the development of GOBLIN. We wrestled with it as developers/instructors and we used it as a point of engagement for our faculty.

In addition to this foundational question, John and I practice experiential pedagogies, and pragmatically, this means we use the concepts we’re teaching in the design of the instruction:

In practice, this meant we:

Once we established these two core ideas in the genesis of GOBLIN, we explained our development process and how open educational resources enabled us to build character cards for the table-top, D20 based RPG named GOBLIN.

But the GOBLIN game was merely a primer for discussion of pedagogical concepts like scaffolding, overcoming failure, and gamification (etc.). These discussions and the exorbitant amount of optional homework completed by faculty were where we engaged participants in professional development. Together, these aspects of GOBLIN resulted in the highest attendance of any faculty learning community we’ve ever facilitated (even ones where iPads were given as part of their involvement)!

However, the story is not all fun and games. GOBLIN suffered from a lack of equal representation among the characters. For instance, it was difficult to find open female artwork that was not heavily sexualized. John and I made it a point to diversify our characters as much as possible. We used labels to imply gender ambiguous artwork was female and ensured that no more than half of the characters where explicitly male. But even with our attempts, we still received feedback that greater diversity should be present. We agree and plan to keep working at improving this weakness of our program.

Slide from GOBLIN presentation showing female character and implied female character, sorceress.
Female rogue and implied female character, sorceress.

Discussion

Fortunately, we concluded our presentation in several minutes of open discussion and talked about these shortcomings with the attendees. There were some great suggestions to engage art students at the university in producing open artwork for GOBLIN.

Others spoke about artwork and their fear of competing against high budget games. John and I let the discussion evolve naturally and many great points arose from these statements:

To wrap it all together, Erika Bullock gave a testimony as a student who participated in developing games for class assignments. She attested to the potential of learning inherent in that design process and her comments encouraged instructors to consider the value of games as instructional opportunities.

What a great time of discussion we had. John and I enjoy crowdsourcing ideas from the discussions we host in GOBLIN or in presentations about GOBLIN. Learning is best as a communal experience. 🙂

Reflection

Presenting at #OpenEd16 was a phenomenal experience. The opportunity to share ideas and work with many of the people I look up to is a fantastic “right of passage.” Like Terry said in his #OpenEd16 reflection, “It is VERY satisfying, when you get up the nerve to tell [your edu heroes] you admire their work…to see them seem genuinely grateful for the praise and interested in who you are.” I couldn’t have asked for a greater audience and location.

One component of the presentation that folks might not have been aware of at the time, is that the entire presentation was a reflection of a GOBLIN session. We used a game to set the stage and add context to the discussion we wanted to facilitate. There were some extra components since it was a presentation, like the dive into GOBLIN history and the how the building process was impacted by open resources. But overall, very similar structure between GOBLIN and this presentation about GOBLIN. #meta

From the feedback we received and the questions following our presentation, I’d call the session a success. I made a lot of connections with folks interested in GOBLIN and look forward to the working with them.

As a reminder, GOBLIN is built using open materials and is also licensed openly for you to take it, adapt it, use it, and expand it. If you want some assistance with the materials, let us know. Be aware that we’re still building pieces of the GOBLIN  website and improving implementation and distribution.

Also, if you want a copy of our slides, here you go:

Finally, if there’s one way our presentation will be remembered, I’m glad it’s because we gifted D20 dice as swag. 😀

The featured image is included with Mark Morvant’s permission.

Teaching in Higher Ed Podcast

Recently I had the honor of participating in the Teaching in Higher Ed Podcast hosted by Bonni Stachowiak. My half-hour session with Bonni focused on games in higher education. Specifically, I spoke about GOBLIN, eXperience Play, and my use of games in faculty development at the University of Oklahoma. For more details, listen to the podcast episode here:

After listening, I’d recommend checking out the show notes for the podcast session:

Game-based Learning

My time with Bonni was a blast and podcasting was among the highlights of my week! In fact, the Teaching in Higher Ed Podcast will remain a memorable part of this semester and I will always recall and appreciate how Bonni helped me feel comfortable participating in my first podcast. Thank you Bonni!

If you’re not already, I highly recommend subscribing to the Teaching in Higher Ed Podcast. There are many great episodes exploring the work of phenomenal educators from around the world! Listen to some of my favorite episodes:

Episode #18 – AUDREY WATTERS: How technology is changing higher education


Episode #91 – BONNI STACHOWIAK: Choose your own adventure assessment


Episode #108 – MAHA BALI: Collaboration


Episode #118 – MICHAEL WESCH: Teacher Becomes Student Through LIFE101

The featured image is provided CC0 by Kai Oberhäuser via Unsplash.